Using Talent Accelerator to Maximize the Impact of 360 Degree
Feedback
Kenneth M. Nowack, Ph.D.
3435 Ocean Park Blvd, Suite 203 Santa Monica, CA 90405
(310) 452-5130 (310) 295-1059 Fax
www.envisialearning.com
Who we are…
Envisia Learning is a leader in providing innovative assessment products, services, and other internet based resources that are responsive to the unique needs of consultants and coaches and the individuals they serve throughout the world. We are committed to building strong, mutually beneficial, and enduring relationships with a focus on providing superior customer service, high-quality products, and excellent price value to our Customers.
Translating Awareness into Behavior Change
Step 2 Reflect/Plan
Talent Accelerator
Step 3 Track/Monitor
Coach Accelerator
Atwater and colleagues found that improvement following an upward feedback intervention only resulted for 50% of the supervisors who received it.
Atwater,L., Waldman, D., & Cartier. (2000). An upward feedback field
experiment. Supervisor’s cynicism, follow-up and commitment to subordinates. Personnel Psychology, 53, 275-297
Does 360o Feedback Result in
Improved Performance?
A recent meta-analysis of 26 longitudinal studies indicate significant but small effect sizes suggesting that it is unrealistic to expect large performance improvement after people receive 360-degree feedback
Smither, J., London, M., & Reilly, R. (2005). Does performance improve following multisource feedback? A theoretical model, meta-analysis and review of empirical findings. Personnel Psychology, 58, 33-66
Does 360o Feedback Result in
Improved Performance?
NEW YEARS RESOLUTIONS: 25% abandon new behaviors after 15 weeks; 60% make the same resolution the next year
WEIGHT LOSS: 95% of those who lose weight regain it back within 2 years
SMOKING: Only 13-14% are abstinent 6 to 12 months after quitting
ALCOHOL: 90% of those treated have a drink within 3 months; 50% return to pre-drinking levels within a year
Leadership Change: A recent meta-analysis of 26 longitudinal 360-feedback studies indicates significant but small effect sizes suggesting that it is unrealistic to expect large performance improvement after people receive feedback
Habits are Hard to Change
The Challenge of Acquiring New Behaviors
Frequently people
underestimate the
difficulty of sustained
behavior change
A key to developing
and enhancing new
skills is deliberate
practice
Necessary Ingredients for Behavior Change Mashihi, S. & Nowack, K. (2011). Clueless: Coaching People Who Just Don’t Get It
Enlighten • Assessment & Feedback
Process(awareness of ideal self vs real self, strengths and potential development areas)
Encourage
• Readiness to change (clarification of motivations and beliefs)
• Goal implementation intentions (measurable and specific)
• Skill building
Enable
• Track & social support to reinforce learning
• Relapse prevention training
• Evaluation (knowledge acquisition, skill transfer, impact)
Challenge #1 Acquiring New Behaviors
Rhodes, Plotnikoff & Courneya (2009)
Frequently people underestimate
the difficulty of sustained behavior
change
A key to developing and enhancing
new skills is deliberate practice
There are different predictors of
non-intenders to successful
adopters (e.g., readiness to
change) versus unsuccessful
maintainers versus successful
maintainers (e.g., perceived control
and efficacy)
Challenge #2 Creating Habit Triggers
Goal intentions alone may not always result in successful maintenance of behavior over time (Lawton, Cooner, &
McEachan, 2009)
SMART goals aren’t always that smart
Format is important! “If-then” statements maximize success
Behavior must be observable and measurable
Over a decade of research and nearly a hundred studies have shown that habit triggers double a person’s likelihood of achieving their goals (Gollwitzer & Sheeran, 2006)
Challenge #3 How Long it Takes to Form a Habit
Typically, the development of expertise in a complex activity requires at least 10 years and/or 10,000 hours of deliberate practice
Ericsson, K., 2006
Hours of Practice The number of days it
takes for a new behavior to become “automatic” depends on its complexity (e.g., new eating habits 65 days and exercise 91 days)
Lally et al., 2009
Days to Become
Automatic
Challenge #4 Leader as Performance Coach
A 2008 survey of over 2,000 international employees and 60 HR leaders reported that 84% of managers are expected to coach talent but only 52% actually do (39% in Europe)
Only 24% of all leaders are rewarded or recognized for coaching and developing talent
85% of all managers and employees see value in leaders as coaches but 32% of managers reported it takes too much time and interferes with their job
The Coaching Conundrum 2009: Building a coaching culture that drives organizational success. Blessing White Inc. Global Executive Summary
Challenge # 5 Developing Leaders: 70/20/10 Rule
Lombardo & Eichinger (1996)
Job change
Special projects and assignments
Exposure and involvement in key business challenges
Task forces, committees, change initiatives
Job Performance feedback
Executive coaching
360-degree feedback process
Developmental assessment workshops
Critical skill building training programs
Transition training programs
Key external executive programs
Self-directed learning initiatives
Ascendin
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Exp
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Fe
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C
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F
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Mental Practice Facilitates Behavior Change Pascual-Leone (1996) Harvard
Average cortical output maps for the finger flexors of the trained hand in
subjects undergoing daily physical versus mental practice of the 5-finger
exercise. Note the similarity in output maps with either form of practice.
Conscious Incompetence
Conscious Competence
Unconscious Incompetence
Unconscious Competence
Coaching and Behavior Change Model
360 Degree Feedback
Talent Accelerator,
Coaching and Mini-360
Evaluation
Oliver et al. (1997) found that employee coaching
increased productivity over and above the effects of a
managerial training program (22.4% versus 88.0%)
Thatch (2002) found that 6 weeks of coaching following
360 feedback increased results by 60%
Smither et al., (2003) reported that after receiving 360
feedback, managers who worked with a coach were
significantly more likely to set specific goals, solicit ideas
for improvement and subsequently received improved
performance ratings
Outcomes With 360 Feedback and Coaching
62% of the respondents reported being
dissatisfied or highly dissatisfied with the
amount of time their manager spent helping
with a development plan
More than 65% expressed strong interest in
utilizing an online follow-up tool to measure
progress toward behavior change
Rehbine, N. (2006). The impact of 360 degree feedback on leadership
development. Unpublished doctoral dissertation.
360 Feedback and Manager Involvement
Leader as Coach
A 2009 survey of over 2,000 international employees and 60 HR leaders reported that 84% of managers are expected to coach talent but only 52% actually do (39% in Europe)
Only 24% of all leaders are rewarded or recognized for coaching and developing talent
85% of all managers and employees see value in leaders as coaches but 32% of managers reported it takes too much time and interferes with their job
The Coaching Conundrum 2009: Building a coaching culture that drives organizational success. Blessing White Inc. Global Executive Summary
Talent Accelerator is a web-based professional development tool integrated with Envisia Learning assessments
Talent Accelerator will provide you with a guided process for developmental planning based on “Best Practices” of how people successfully change
The online tool is designed to help translate awareness from all of our assessments into lasting behavior change
Description of Talent Accelerator 2.0
Educates: Talent Accelerator resource library provides a comprehensive source of over 1,500 readings, websites, media, and suggestions to facilitate your development.
Monitors: Talent Accelerator provides you and your coach and/or manager to track and monitor your development plan progress and easy update through your email.
Coaches: Talent Accelerator sends an email to the individual’s coach and/or manager about development plan progress and the most recent progress update.
Promotes Insight: Talent Accelerator provides an opportunity for participants to reflect on their 360-degree assessment report to summarize strengths and potential development areas.
Teaches: Our development “wizard” will walk you through your 360 report and provide a structured way to allowing you to focus on those competencies that are most important as well as facilitate goal setting.
Reminds: Talent Accelerator sends you weekly reminders about your goal progress.
Components of Talent Accelerator 2.0
Enlighten: Provide an electronic
version of the assessment to help
employees review and understand
their feedback report
Encourage: Provide a structured
process to review the feedback
report, ask reflective questions to
increase motivation to want to
change behavior and to identify one
or more areas to focus
developmental efforts
Enable: Through the use of monthly
reminders and a comprehensive
competency resource library, users
are able to track and monitor
progress on their developmental
action plans online and avoid relapse
Translating Awareness into Behavior Change
Enable
Encourage
Enlighten
Users are sent an email with a unique username/password to allow access to Talent Accelerator
Access to Talent Accelerator is for a 12-month period
Upon log in users will have an electronic copy of their assessment report and begin to use the development “wizard” to identify key competency areas to focus on
Clients can access assessment specific the competency Resource Library to find readings, articles, websites, developmental suggestions, media, blogs, podcasts and other resources targeted to the specific developmental areas of interest
Once the developmental action plans are finalized, users can go in Talent Accelerator and update progress and set any new coaching goals
Reminders on developmental plan progress will be emailed to your client every 30 days (they can change the preference on this)
Clients can also utilize the Developmental Journal and decide which entries, if any, they wish to have shared with you at the Coach Accelerator site
Talent Accelerator 2.0 Process
Participant Login and Welcome Page
Selecting Development Areas Jump Right in to Select Your Goals or Use our Wizard
Using Our Wizard Step 1: Examining Your Feedback Report
Using Our Wizard Step 2: Deciding Which Competencies are Important
Using Our Wizard Step 3: Selecting Development Areas
Setting Development Goals Use our Suggestions or Select Your Own
Setting Development Goals Use our Suggestions or Select Your Own
Setting Development Goals: Analyzing Your Success
Setting Development Goals Action Items and Habit Triggers
• Action items are tasks or things that you can easily identify as either completed or incomplete
• Add your own or select from our recommended actions Items from our resource library
Action Items
• Habit Triggers have two parts. The first is the situation, or the trigger, where you'd like to behave differently when it occurs.
• The second part is the what you commit to do more, less or differently when you experience the trigger
Habit Triggers
Setting Development Goals--Action Items
The Psychology of Habits
Habit Trigger
Behavior
Reward
Goal Intention Example
• “To stay calm in anxiety producing situations”
Habit Trigger Example
• “If my heart starts to race, then I will begin using my breathing technique and focus on how relaxed I begin to feel”
Creating Habit Triggers Gollwitzer & Sheeran (2006)
Taking Ownership of Your Developmental Goal: From Goal Intentions to Habit Triggers
Selecting Goal Mentors—Email Invitation
Selecting Resources to Support Your Goal: Using Our Competency Based Library and Most Popular Resources
Selecting Development Areas
Selecting Development Areas
Tracking Development Progress
Content is maintained and updated weekly by a human resources staff member
Industry specific competency libraries (e.g., healthcare, sales)
Resource categories include: • Books • Websites/Blogs • Audio • Video • Articles • Workshops/Seminars
Competency Based Resource Library
Example Content from Our Resource Library
Example Content from Our Resource Library
Selecting “Coaches” To Help Support the Development Plan
Talent Accelerator sends out a reminder email every week asking participants about their progress and reminding them of their goals
Research suggests that implementation intentions coupled with reminders result in greater behavior change
Sheer an, P. et al. (2005). The interplay between goal intentions and
implementation intentions. Personality & Social Psychology Bulletin, 31, 87-97
Prestwich, A. et al. (2010). Can implementation intentions and text messages promote brisk walking: A randomized trial. Health Psychology, 29-40-49.
Talent Accelerator Reminders to Facilitate Behavior Change
Settings/Preferences
Help and Support
Provide individual coaching to assist in interpreting and using the 360 feedback results
Hold participant and manager accountable to create and implement a professional development plan
Track and monitor progress on the completion of the development plan
Link the 360 intervention to a human resources performance management process
Use 360 tools with sound psychometric properties
Target competencies for 360 feedback interventions that are related to strategic business needs
Nowack, K. (2005). Longitudinal evaluation of a 360 degree feedback program: Implications for best practices. Paper presented at the 20th Annual Conference of the Society for Industrial and Organizational Psychology, Los Angeles, March 2005
Envisia 360 Feedback Study “Best Practices”
Coaches Can Set Goals, Action Items and Habit Triggers for Their Clients Directly
Monitoring/Tracking Goal Progress
Monitoring/Tracking Goal Progress
Supporting and Reinforcing Goal Progress With Comments
Coaching Notes
Development Resource Library for the Coach
Measuring Talent Accelerator Use
Measuring Talent Accelerator Use
Percentage Initiating and Completing Development Plans
360 Feedback Alone
< 5%
360 Feedback and Talent
Accelerator
10% to 15%
Coaching, Talent
Accelerator and Manager
Follow-Up
> 75%
Translating Awareness into Behavior Change
Step 1 Assess
360 Assessment
Step 2 Reflect/Plan
Talent Accelerator
Step 3 Track/Monitor
Coach Accelerator
Step 4 Evaluate
ProgressPulse
Description
Is not a reassessment of the initial 360 feedback
assessment
Provides a metric of actual behavior change
Provides coaches and organizations with a tool
to demonstrate the value of their 360 degree and
coaching interventions
Goal Evaluation
Goal Evaluation
Research suggests that 360-degree feedback results in significant change in behavior but the effect sizes are modest
To leverage the impact of 360-degree feedback participants must translate insight into behaviors focused on strengths or potential development areas
The use of mini evaluations can be valuable to evaluate the impact of 360-feedback action plans
Nowack, K. (2010). Leveraging Multirater Feedback to Facilitate Successful Behavioral Change. Consulting Psychology Journal: Practice and Research 61, 280-297
Research on 8,208 leaders over 18 months following 360 feedback with follow up with direct reports and others shows the importance of follow-up and evaluation:
Managers who were seen as responding but doing no follow-up were perceived had the highest percentage of managers who were seen as getting worse (21%)
53% of the responsive leaders who did not follow-up were rated as unchanged or less effective
66% of the leaders who did “a little follow-up” showed improvement
95% of the leaders who did “a lot of follow-up” were rated as dramatically improved
Goal Evaluation
Goldsmith, M. (2006).The Impact of Direct Report Feedback and Follow-Up on Leadership. Unpublished manuscript. www.marshallgoldsmith.com/articles
Goal Evaluation Getting Feedback on Your Goals
Goal Rater Nomination
Talent Accelerator Goal Evaluation
Talent Accelerator Goal Evaluation
Some evidence that facilitated feedback enhances
successful behavior change
Seifert & Yukl, 2003; Nowack, 2005
Some evidence that coaching coupled with 360 feedback can facilitate behavior change
Smither, J. et al. (2003). "Can working with an executive coach improve multisource feedback ratings over time? A quasi-experimental field study." Personnel Psychology, 56, 23-44
Some limited evidence that use of an online development planning system and competency based resource center can facilitate behavior change with managerial involvement
Rehbine, 2006; Nowack, 2009
Maximizing the Impact of 360 Feedback
360° Feedback Selected References
Nowack, K. & Mashihi, S. (2012). Evidence Based Answers to Ten Questions about Leveraging 360-
Degree Feedback. Paper presented at the SIOP Conference, San Diego, CA.
Mashihi, S. & Nowack, K. (2011). Clueless: Coaching People Who Just Don’t Get It. Envisia Learning,
Santa Monica, CA.
Nowack, K. (2009). Leveraging Multirater Feedback to Facilitate Successful Behavioral Change.
Consulting Psychology Journal: Practice and Research, 61, 280-297
Nowack, K. (2006). Emotional Intelligence: Leaders Make a Difference. HR Trends, 17, 40-42
Nowack, K. (1999). 360-Degree feedback. In DG Langdon, KS Whiteside, & MM McKenna (Eds.),
Intervention: 50 Performance Technology Tools, San Francisco, Jossey-Bass, Inc., pp.34-46.
Nowack, K., Hartley, G, & Bradley, W. (1999). Evaluating results of your 360-degree feedback
intervention. Training and Development, 53, 48-53.
Nowack, K. (1999). Manager View/360. In Fleenor, J. & Leslie, J. (Eds.). Feedback to managers: A
review and comparison of sixteen multi-rater feedback instruments (3rd edition). Center for Creative
Leadership, Greensboro, NC.,
Wimer & Nowack (1998). 13 Common mistakes in implementing multi-rater systems. Training and
Development, 52, 69-79.
Nowack, K. & Wimer, S. (1997). Coaching for human performance. Training and Development, 51, 28-
32.
Nowack, K. (1997). Congruence between self and other ratings and assessment center performance.
Journal of Social Behavior & Personality, 12, 145-166
Nowack, K. (1994). The secrets of succession. Training & Development, 48, 49-54
Nowack, K. (1993). 360-degree feedback: The whole story. Training & Development, 47, 69-72
Nowack, K. (1992). Self-assessment and rater-assessment as a dimension of management
development. Human Resources Development Quarterly, 3, 141-155.
